Effects of Guide Materials Based on 5E Model on Students Conceptual Change and Their Attitudes towards Physics: A Case for Work, Power and Energy Unit

Transcription

1 Hırça, Çalık & Seven / TÜFED-TUSED/ 8(1) TÜRK FEN EĞİTİMİ DERGİSİ Yıl 8, Sayı 1, Mart 2011 N Journal of TURKISH SCIENCE EDUCATION Volume 8, Issue 1, March Effects of Guide Materials Based on 5E Model on Students Conceptual Change and Their Attitudes towards Physics: A Case for Work, Power and Energy Unit Necati HIRÇA 1, Muammer ÇALIK 2, Sabriye SEVEN 3 1 Asst.Prof.Dr., Harran University, Education Faculty, Elementary Dept., Şanlıurfa-TURKEY 2 Assoc.Prof.Dr., Karadeniz Technical University, Fatih Education Faculty, Elementary Dept., Trabzon-TURKEY 3 Assoc.Prof.Dr., Atatürk University, Kazım Karabekir Education Faculty, Elementary Dept., Erzurum-TURKEY Received: Revised: Accepted: The original language of article is Turkish (v.8, n.1, March 2011, pp ) Keywords: Work; Power; Energy; Conceptual Change; 5E Model. SYNOPSIS INTRODUCTION A few studies have reported that various approaches in teaching energy concept especially constructivist learning approach-- are effective in overcoming students alternative conceptions (Ametler & Pinto, 2002; Brna & Burton, 1997; Driver & Warrington, 1985; Heuleven & Xueli, 2001; Kirkwood & Carr, 1989; Kurt, 2002). For example, Driver and Warrington (1985) devised simple mechanical systems and deduced that beginning with energy conversion makes teaching of the concept energy easy. Kurt (2002) exploited worksheets to teach energy concepts whilst Brna and Burton (1997) used their designed games in teaching energy conversion. Further, Taş et al. (2006) implemented computeraided software while Kirkwood and Carr (1989), Heuleven and Xueli (2001) and Ametler and Pinto (2002) devised and carried out schemas, figures and pictures of the concept energy. Kirkwood and Carr (1988) exploited class-discussion, brain-storming and posters of the concept energy to teach sources of energy, its conversion and its types. The foregoing studies carried out only one conceptual change method such as computeraided learning, picture, figure, conceptual change text, worksheet and so on and found out its effectiveness rather than focusing on a learning approach precisely. However, using only one conceptual change method may lead to appear their disadvantages (Çalık, 2006; İpek & Çalık, 2008; Türk & Çalık, 2008). Using these methods such as worksheets, conceptual change texts and computer software frequently may be boring for students and inhibit to achieve effective results (Çalık, 2006; Chambers & Andre, 1997). For these reasons, this study preferred using different conceptual change methods; that is, (i) to make the concept energy concrete computer animations were used (ii) to overcome students misconceptions, conceptual change Corresponding author n_hirca67@hotmail.com ISSN:

2 Hırça, Çalık & Seven / TÜFED-TUSED/ 8(1) texts were exploited and, (iii) to enable students to participate in course actively within their learning experiences, worksheets were preferred. This study not only intends to investigate effect of instruction based on 5E model on conceptual change in unit work, power and energy but also to explore how these developed materials influence students attitudes towards physics. METHODOLOGY Within the quasi-experimental methodology (Karasar, 2006), control and experimental groups (21 students for each one) were randomly assigned. While the experimental group was exposed to 5E learning model incorporating in educational software, worksheets and conceptual change texts, the control one was taught as usual without any intervention. a) Data Collection Tools i)energy Concept Test: Energy concept test with totally 18 questions was developed based on earlier studies (i.e. Dawson & Stein, 2008; Diakidoy, Kendeou & Ioannides, 2003; Duit, 1984; Hırça et al., 2008). Its Cronbach's alpha reliability coefficient was found ii) Physics Attitude Scale: A 15 item physics attitude scale consisted of a five rate Likert-type ranging from strongly agree to strongly disagree. This scale was developed by Geban vd. (1994) to measure students' attitudes toward science. Taking the present study s aim into account, it was adapted into physics subject. Its Cronbach's alpha reliability coefficient was calculated as b) Data Analysis In analyzing data, students responses were categorized according to the criteria suggested by Abraham et al. (1994): Sound Understanding (SU) (4 points) for responses that included all components of the validated answers, Partial Understanding (PU) (3 point) for responses that included at least one of the components of a validated response, but not all the components, Partial Understanding with Specific Alternative Conception (PUSA) (2 point) for responses that showed understanding of the concept, but also made statements which demonstrated a misunderstanding, Specific Alternative Conceptions (SAC) (1 point) for responses that included illogical or incorrect information, and No Understanding (NU) (zero point) for responses that consisted of the repeating question; irrelevant or unclear response; or no response. For the two-tier questions, the following criteria were employed: Sound Understanding (SU) where both tiers are correct (4 Points), Partial Understanding (PU) where one of the tiers is incorrect or insufficient (3 Points), Correct Choice (CC) where only the first tier is correct and the second one is blank (2 Points), Specific Alternative Conception (SAC) where the first tier is incorrect and the second one contains specific alternative conception(s) (1 Point), No Understanding (NU) (zero point) for responses that consisted of the repeating question; irrelevant or unclear response; or no response. Then, total score of each student was computed and input was loaded into SPSS 13.0 TM to conduct independent t-test. RESULTS a) Findings obtained from the Energy Concept Test: Frequencies and percentages of grade 10 students responses to the Energy Concept Test were presented in Tables 1-2.

3 Item Item Hırça, Çalık & Seven / TÜFED-TUSED/ 8(1) Table 1. Frequencies of the grade 10 students responses to open-ended questions Experimental Group Control group SU % PU % PUSA % SAC % NU % SU % PU % PUSA % SAC % NU % Pre Pre a Post Post Pre Pre b Post Post Pre Pre a Post Post Pre Pre b Post Post Pre Pre Post Post Pre Pre a Post Post Pre Pre b Post Post Pre Pre c Post Post Table 2. Percentages and frequencies of the grade 10 students responses to two-tier questions Experimental Group Control group SU % PU % CC % SAC % NU % SU % PU % CC % SAC % NU % Pre Pre Post Post Pre Pre Post Post Pre Pre Post Post Pre Pre Post Post Pre Pre Post Post Pre Pre Post Post Pre Pre Post Post Pre Pre a Post Post Pre Pre b Post Post Pre Pre c Post Post As can be seen from Table 3, p value for Energy Concept Test (ECT) used as a pretest was found 0.56 (p>0.05). This means that before intervention experimental and control groups had similar features and that there was no statistically significant difference between them. After the intervention, it was elicited that there was a significant difference between the experimental and the control groups in favor of the experimental one (p <0.05).

4 Hırça, Çalık & Seven / TÜFED-TUSED/ 8(1) Table 3. Results of the independent t-test for pre- and post-test scores in the ECT Test Group N Standard Deviation ECT Experimental 21 24,5 48,7 4,0 2,9 ECT Control 21 24,1 42,0 4,7 8,1 t 0,3 3,5 0,56 0,01 b) Findings obtained from the Physics Attitude Scale (PAS): The findings of the Physics Attitude Scale were presented in Table 4. Pre-test Post-test Pre-test Post-test Pre-test Post-test Pre-test Posttest Table 4. Results of the independent t-test for pre- and post-test scores in the PAS Standard t p Deviation Test Group N Pretestestestestestestest Post- Pre- Post- Pre- Post- Pre- Posttest PAS Experimental 21 50,5 59,2 9,3 5,7 PAS Control 21 53,6 50,0 8,2 11,9 1,6 3,2 0,2 0,01 As seen from Table 9, for physics attitude scale, after the intervention, it was found that there was statistically significant difference between the experimental and the control groups in favor of the experimental one (p <0.05). A decrease in standard deviation of the experimental group after the intervention means that there was an increase in homogeneity within the experimental group. DISCUSSION This study purposed to eliminate students misconceptions completely by means of combining different conceptual change methods within 5E model. But it was deduced that even though most of the students misconceptions was remedied, some of them were still resistant to change. This result is consistent with those of related studies (Ceylan, Azizoğlu, Ertepınar et al, 2003; Demircioğlu, Demircioğlu & Ayas, 2004; Özkan, Tekkaya & Geban, 2004). Even if students have difficulty in understanding energy and work concepts scientifically (Diakidoy et al. 2003; Solomon, 1982,1983; Watts, 1983) the current study taught the concept energy via graphics, games, videos and animations by using energy conservation principle, thereby, students may have considered energy as a whole and analyzed systems using this notion. This result is in a harmony with related studies where the concept energy was instructed by beginning with the energy conservation principle (Ametler & Pinto, 2002; Driver & Warrington, 1985; Heuleven & Xueli, 2001; Kirkwood & Carr, 1989). CONCLUSION AND SUGGESTIONS In the light of the results, it can be concluded that the current study combining different conceptual change methods within 5E model is effective not only in enhancing students achievement but also in increasing homogeneity within class and in overcoming students misconceptions and in boasting students attitudes towards physics. In other words, constructivist learning approach not only remedied students misconceptions but also helped the students to modify their attitudes (Hynd, 2001; Peers et al. 2003). If one conceptual change method is frequently used, students will find it boring. Therein, different conceptual change methods embedded within 5E model should be employed in regard to type and content of subject. p

5 Hırça, Çalık & Seven / TÜFED-TUSED/ 8(1) REFERENCES Abraham, M. R. Grzybowski, E. B. Renner, J. W. & Marek, E. A. (1992). Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29(2), Ametler, J. & Pinto, R. (2002). Students' reading of innovative images of energy at secondary school level. lnternational Joumal of Science Education, 24(3), Ayas, A., Fen bilimlerinde program geliştirme ve uygulama teknikleri üzerine bir çalışma: İki Çağdaş Yaklaşımın Değerlendirilmesi. Hacettepe Eğitim Fakültesi Dergisi, 11, Brna, P. & Burton, M. (1997). Modelling students collaborating while learning about energy. Journal of Computer Assisted Learning, 133, Ceylan, E. Azizoğlu, N. Ertepınar, H. & Geban, Ö. (2003). Kavramsal değişim yaklaşımının kimyasal değişim ve kütlenin korunumu kavramlarını anlamaya etkisi, XVII. Ulusal Kimya Kongresi, İstanbul. Chambers, S. K. & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34(2), Çalık, M. (2006). Bütünleştirici öğrenme kuramına göre lise 1 çözeltiler konusunda materyal geliştirilmesi ve uygulanması. Yayınlanmamış doktora tezi, Karadeniz Teknik Üniversitesi Fen Bilimleri Enstitüsü, Trabzon. Demircioğlu, H. Demircioğlu, G. & Ayas, A. (2004). Kavram yanılgılarının çalışma yapraklarıyla giderilmesine yönelik bir çalışma, Milli Eğitim Dergisi, 163, Diakidoy, I.A.N. Kendeou, P.& Ioannides, C. (2003). Reading about energy: The effects of text structure in science learning and conceptual change. Contemporary Educational Psychology, 28(3), Driver, R. & Warrington, L. (1985). Students' use of the principle of energy conservation in problem situations. Physics Education, 20, Geban, Ö. Ertanpınar, H. Yılmaz, G. Atlan, A. & Şahpaz, F. (1994). Bilgisayar destekli eğitimin öğrencilerin fen bilgisi başarılarına ve fen bilgisine ilgilerine etkisi. I. Ulusal Fen Bilimleri Eğitimi Sempozyumu Bildirileri. Buca Eğitim Fakültesi, İzmir. Heuleven A. Zou Xueli. (2001). Multiple representations of work-energy processes. American Journal of Physics, 69(2), Hynd, C. (2001). Persuasion and its role in meeting educational goals. Theory into Practice, 40(4), İpek, H. & Çalık, M. (2008). Combining different conceptual change methods within fourstep constructivist teaching model: A sample teaching of series and parallel circuits. International Journal of Environmental and Science Education, 3(3), Karasar, N. (2006). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım. Kirkwood, V. & Carr, M. (1988) Final report: Learning in science project (energy), centre for. Science and Mathematics Education Research, University of Waikato, Hamilton. Kirkwood, W. & Carr, M. (1989). A Valuable teaching approach: Some insights from LISP energy. Physics Education, 24, Kurt, Ş. (2002). Fizik öğretiminde yapılandırmacı öğrenme kuramına uygun çalışma yapraklarının geliştirilmesi. Yayınlanmamış yüksek Lisans Tezi, KTÜ Fen Bilimleri Enstitüsü, Trabzon. Özkan, Ö. Tekkaya, C. & Geban, Ö. (2004). Facilitating conceptual change in students understanding of ecological concepts, Journal of Science Education and Technology, 13(1),

6 Hırça, Çalık & Seven / TÜFED-TUSED/ 8(1) Özmen, H. (2004). Fen öğretiminde öğrenme teorileri ve teknoloji destekli yapılandırmacı constructivist öğrenme. The Turkish Online Journal of Educational Technology, ( ). Peers, C. E., Diezmann, C. M. & Watters, J. J. (2003). Supports and concerns for teacher professional growth during the implementation of a science curriculum innovation. Research in Science Education, 33, Solomon, J. (1982). How children learn about energy or does the first law come first?. School Science Review, 63(224), Solomon, J. (1983). Messy, contradictory and obstinately persistent: a study of children's out of school ideas about energy. School Science Review, 65(231), Taş, E, Köse, S. & Çepni S. (2006). Bilgisayar destekli öğretim materyalinin fotosentez konusunu anlamaya etkisi. Internatinal Journal of Environmental and Science Education, 1(2), Türk, F. & Çalık, M. (2008). Using different conceptual change methods embedded within 5E model: A sample teaching of endothermic exothermic reactions. Asia-Pacific Forum on Science Learning and Teaching, 9(1), Article 5. Watts, D. M. (1983). Some alternative views of energy. Physics Education, 18,